Author: Richard Lohan

Storysharing® is a unique programme that supports people with severe communication disabilities to remember and share small stories of events in their daily lives.

In 2025, this was one of two projects selected for an Impact Launchpad pilot in care homes in East London, jointly funded by London Social Ventures and Care City. This was an exciting opportunity to try the programme out in the new setting of elder care, including individuals with dementia – as well as the more familiar setting of a learning disability day care service. I had great support from the LSV/CC team.

What were the outcomes?

The Impact Launchpad pilot tested Storysharing across three care settings between November 2025 and March 2026. The findings were clear: Storysharing creates real value for residents, staff and the wider atmosphere of care settings. It helped residents express identity and preferences, strengthened relationships between residents and staff, and gave staff richer ways to understand the people they care for.

One resident said “we’ve got to hear each other’s stories; it’s been an eye opener”. These residents went on to share their stories outside the sessions with others, creating an enthusiasm for exchanging anecdotes.

For those with dementia, it was evident that small stories from family history had the potential to evoke well established memories, particularly when associated with catchphrases. Family members spoke of how telling these stories animated their relatives and brought them out of themselves.

We also saw how great people were at supporting those who communicated nonverbally – one young woman at the day centre was particularly good at this, especially using a Big Mac communication aid.

What’s happening next?

We are delighted to say that RIX is partnering with City Care to develop proposals for taking Storysharing® forward:

• Developing a model of readiness that identifies what stage homes are at in their development of a culture of shared conversational stories, and what support they need to go further
• A toolkit of resources ready made for homes to use immediately
• A new level of Storysharing® light training that sits between our current Foundation level (information) and Licensed Practitioner level (in-depth knowledge and experience)
• An app to support the gathering, recording and sharing of small stories for families, carers and associated professionals

Watch this space for updates on this partnership.

We are grateful to participants, staff and families who helped us in the pilot study, and to LSV and City Care for the opportunity they provided. Special thanks to Anjali Moorthy for her support.

Nicola Grove, Professor for Profound & Multiple Disabilities

Social work students and people with learning disabilities came together on Monday to celebrate the completion of the RIX Big Ideas course, marking the occasion with an inclusive and inspiring graduation event.

Held at the University of East London, the event brought together graduates alongside family members, friends, and supporters. The atmosphere was warm, reflective, and celebratory capturing the essence of a course that is built on partnership, shared learning, and mutual respect.

A central feature of the event was the opportunity for participants to present their learning. Working in mixed groups, students and people with learning disabilities shared some of the key ideas that had stood out to them throughout the course. These presentations were diverse in style and approach, reflecting the inclusive ethos of the programme. Some groups chose to focus on discussion and dialogue, while others used storytelling, visuals, and creative methods to communicate their thinking.

Rather than simply recalling information, participants demonstrated how they had engaged with complex ideas and connected them to real-life experiences. The presentations highlighted not only what had been learned, but how it had been understood, interpreted, and made meaningful by each group.

The Big Ideas course is designed to challenge traditional models of teaching and learning. It brings together social work students and people with learning disabilities in a shared space where everyone contributes equally. Participants explore major social, philosophical, and ethical ideas, but always in ways that are accessible, relevant, and grounded in lived experience.

This approach was clearly visible during the graduation event. There was a strong sense that learning had been co-produced, rather than delivered. Students spoke about gaining new perspectives, while people with learning disabilities shared their insights and interpretations with confidence and clarity. The boundaries between teacher and learner became less defined, replaced by a more collaborative and respectful way of working together.

For many attendees, the event was also an important moment of recognition. Family members and supporters had the opportunity to see the work that participants had been involved in and to celebrate their achievements. The pride in the room was evident not only in completing the course, but in the personal growth, confidence, and relationships that had developed along the way.

The graduation also highlighted the broader impact of inclusive education. By creating spaces where people with learning disabilities are actively involved in exploring and shaping knowledge, programmes like Big Ideas contribute to a shift in how learning is understood and delivered. They demonstrate that complex ideas are not the preserve of traditional academic spaces, but can and should be accessible to everyone.

Importantly, the course supports the development of skills that go beyond the classroom. Participants build confidence in expressing their views, engaging in discussion, and working collaboratively with others. For social work students in particular, this experience provides valuable insight into person-centred and inclusive practice principles that are central to their future professional roles.

The event marked both an ending and a beginning. While it celebrated the completion of the course, it also reinforced the importance of continuing these conversations and approaches in wider educational and professional contexts.

The Big Ideas course is part of RIX’s ongoing commitment to inclusive research and teaching, ensuring that people with learning disabilities are not only included in education, but are active contributors to it.

For those interested in learning more about the course and its innovative approach, further details can be found in the article below.

Read about Big Ideas in Learning Disability Today

Are you passionate about community engagement, inclusion and research with young people with Special Educational Needs and Disabilities (SEND)?

We’re looking for a Young People with SEND NCRN Coordinator to set up and lead an inspiring Community Research Network. This network will support young people to become paid citizen social scientists. These young people will shape research on the issues that matter to them.

This is a great opportunity to combine youth work, inclusive research, and social impact and will help communities who are often left out influence change.

This job is based at The 5Es and The RIX Centre.

Find out more about this great opportunity by checking out the easy read overview and Job Description below.

NCRN Coordinator easy read overview

NCRN Coordinator Job Description

At RIX, our work is rooted in collaboration, co-production, and learning across borders. Recent international activities across Egypt, Saudi Arabia, and Uzbekistan have provided powerful opportunities to share our approach to inclusive research and practice, while also learning from colleagues, students, and leaders who are equally committed to creating more accessible and inclusive societies. These experiences remind us that inclusion is a global conversation — and one that grows stronger through shared experiences, partnerships, and mutual learning.

Egypt: Inclusion, Learning and Cultural Exchange

Our visit to Egypt centred around participation in an international summit and the Tamkin 2026 programme, both focused on advancing inclusive education and opportunities for students with disabilities.

Two students travelled with me as part of the RIX delegation. Their presence was essential. Inclusion is not something we talk about for students — it is something we build with them.

International Summit: Conversations on Inclusive Universities

At the summit, I presented to an audience that included the Minister of Higher Education, university leaders, professors, and practitioners. The focus of our contribution was clear: how we can work together to make universities more inclusive, accessible, and responsive to diverse learners.

We shared RIX approaches to:

• Co-production with people with lived experience
• Multimedia advocacy and digital inclusion
• Universal Design for Learning (UDL)
• Creating inclusive learning environments across teaching, research, and student life

The discussion highlighted a shared commitment across countries to move beyond policy statements and into practical implementation — designing systems, spaces, and cultures where all students can participate and flourish.

Student Participation and Global Connections

The two students who travelled with us participated fully in the conference and in the Tamkin 2026 programme. They met students from other universities, exchanged ideas, and experienced international collaboration first-hand.

This experience strengthened their confidence, networks, and sense of belonging within a global community working toward inclusion. It also demonstrated the importance of creating opportunities for students to participate in international spaces as active contributors, not just observers.

Experiencing Egypt Together

Alongside the academic programme, we shared cultural experiences that deepened our understanding of Egypt’s history and richness. Together with the students, we visited some of Luxor’s most iconic sites:

• The Valley of the Kings
• Luxor Temple
• A sunrise hot air balloon trip over the Nile and ancient monuments

These shared moments created space for reflection, connection, and joy — reminding us that international collaboration is also about building relationships and shared memories.

Saudi Arabia: Learning Through Dialogue and Experience

The visit to Saudi Arabia offered another valuable opportunity for professional exchange and cultural learning. Meetings and conversations focused on inclusive practice in education and the role of universities in creating accessible environments for all learners.

I also had the opportunity to learn from colleagues and experience local traditions and hospitality. One memorable experience was visiting a traditional restaurant where we sat on the floor and shared food together. This offered a meaningful insight into cultural practices and the importance of respect, openness, and curiosity when building international partnerships.

Uzbekistan: Building Capacity for Inclusive Systems

In the first two weeks of December, we were delighted to host colleagues from Uzbekistan at the RIX Centre as part of our ongoing collaboration with the National Agency for Social Protection and the International Inclusive Hub.

We welcomed leaders from the Hub and lecturers from Tashkent Pedagogical University for an intensive programme of training and exchange. The sessions focused on developing inclusive systems across education and social protection, with particular emphasis on:

• Universal Design for Learning and inclusive curriculum design
• Digital tools for advocacy and participation, including Rix Wiki
• Co-production and working with people with lived experience
• Developing inclusive research and leadership capacity
• Practical strategies for implementation within universities and national systems

The training created a vibrant space for dialogue, reflection, and shared learning. Colleagues explored how inclusive approaches can be embedded across teaching, student support, and policy frameworks. It was inspiring to work together on practical solutions that can support students with disabilities and create more inclusive educational environments in Uzbekistan.

This partnership continues to grow and forms part of a wider programme of collaboration to strengthen inclusive vocational and higher education systems.

Looking Ahead: Continuing the Work Together

Looking ahead, we are now preparing for a two-week visit to Uzbekistan, where we will deliver an intensive programme of training for teachers, academics, and leaders from universities, further education colleges, and vocational education institutions.

The focus of this next phase will be on supporting inclusive teaching and learning across vocational qualifications and higher education. Together with our partners, we will explore practical strategies to ensure that students with disabilities can access, participate in, and succeed within vocational and academic pathways.

Alongside the training programme, we are also working collaboratively with the National Agency for Social Protection and university partners on the development of a white paper and policy recommendations for the Government of Uzbekistan. This work aims to support long-term systemic change by embedding inclusive principles within national policy, educational frameworks, and institutional practice.

Our work is grounded in partnership and mutual learning. We are not simply delivering training; we are working together — sharing knowledge, listening, testing ideas, and co-creating solutions that are meaningful within local contexts. Through this collaboration, we hope to contribute to sustainable, inclusive systems that support all learners to thrive.

Reflections: Building Inclusive Universities Together

Across Egypt, Saudi Arabia, and Uzbekistan, several shared themes have emerged:

• Inclusion is a global priority requiring collaboration and leadership
• Students and people with lived experience must be central partners
• Cultural exchange strengthens professional relationships
• Practical tools and approaches are essential to turn vision into reality

We are proud to represent RIX internationally and to contribute to global conversations about inclusion, accessibility, and participation. Just as importantly, we return inspired by the commitment and innovation of our partners and colleagues around the world.

These collaborations remind us that meaningful change happens when we work together — across institutions, countries, and cultures — to create learning environments where everyone can belong and succeed.

Gosia Kwiatkowska

We’re excited to announce the launch of the new RixWiki app which is now available as a free download on the App Store (Apple) and Play Store (Android).

The Rix Wiki is a digital About Me tool that helps people share their story and show what good support looks like using words, pictures and videos. Its accessible design makes it easy for anyone to create and update their Wiki using the mobile app.

The app was developed in partnership with Charlie Levinson from Multi Me and his software developer, Sergei Alvinski, who helped develop the Multi Me support networking platform.

The new look Wiki is now even easier to use and includes added features to give you more customisation and accessibility options.

Settings

• Dark mode – see screenshots below
• Text to speech – can be turned on/off in Settings
• Voice – choose from a large selection of female and male voices
• Font size – small, medium, large, extra large

The RixWiki app also has a built in Media gallery where you can organise your pictures, videos, sound files and documents in one place.

If you already have a RIX Wiki just download the RixWiki app to your smartphone or tablet and log in to the app with.your normal username and password.

If you are interested in having a RIX Wiki but don’t have one yet, please head over to rixsoftware.org where you can find out more.

RixWiki app Apple

RixWiki app Android

Activoté is an original, physical, parodic, music ensemble theatre production devised and written in consultation with young people in Newham. See below for a review of the performance on Friday 7 November 2025 at The Source, Stratford.

The aim of the production was to encourage young people to gain confidence in their political agency (especially important now that this government is looking to lower the voting age to 16). Activoté aims to enable audiences to experience the value of their vote as their rights are gradually stripped away in real time.

It was the culmination of two successful tours to schools and Newham’s Youth Empowerment Zones in autumn 2024 and autumn 2025. After the performance, we held a forum for responses by young people from local youth projects, along with colleagues and students from UEL, including the Youth Empowerment Zones learning disabled young adults’ group. At The Source, on the Friday morning, we also had 150 young people from The Lamas, Azhar Academy, Eastbury Community School, and Eastleigh School attending the performance and workshop. The production also visited Plashet School and Lister.

This accessible, anarchic and comedic performance charts the exploits of four extremely hungry characters as they elicit the audience’s votes to win food. The characters communicate using physical language and an unknown language. What starts as contemporary slapstick soon takes a dark turn as two characters realise they can control what happens by deciding who can vote.

Through theatre, Activoté explored themes of youth empowerment, community responsibility, and personal growth. Activoté is directed and co-devised by Sasha Bonner (Creative Producer at Learning Stages) and Peter Moreton (AD at Learning Stages and previously RSC & Cheek By Jowl actor). Activoté was performed and co-devised by UEL alumni Thomas Clues, Inés Coulon, Ashley Lyon Durant, Lucky Oluchukwu Elueme and Linda Fernandes, as part of a successful pilot graduate employment programme.

Activoté was developed by Learning Stages (formerly Applecart Arts) in partnership with the University of East London and Newham’s Youth Empowerment Services, and funded by Culture In Newham, the British Arts Council, Youth Empowerment Services and The Source.

Review of Activoté at The Source

The play empowers young audiences to recognise the value of their political agency. Having toured over the past year, Activoté continues to inspire young audiences, impressing on them the power of the personal voice and the importance of safeguarding everyone’s right to participate in society, especially when discussions about lowering the voting age to 16 are becoming increasingly prominent. This theatre production explores what happens when voting rights are restricted within a society. It follows four hungry characters who compete for the audience’s votes in exchange for food. As the performance unfolds, the light-hearted competition darkens, revealing how easily power can shift when some individuals decide who gets to vote and who does not.

I was interested in what this play had to offer. When I arrived, I was invited to a sit in a circle before the play began, in the foyer. We went around the circle introducing ourselves and saying what led us here: some said they were invited and my mum said she was curious. This influenced the next conversation where I talked about what I am studying at university (social work) and what that role would look like. Another individual then mentioned that social work involves professional curiosity – a comment that really sparked an interest in me and left me reflecting on the way home. This interaction prepared me for the play to come. The play explored themes of greed and corruption, using gibberish and physical theatre. I believe it did not need understandable speech for the audience to grasp the concept of the play and, in fact, this made it more accessible. The play explored the fine line between dictatorship and democracy and, in relation to today’s society, explored how often individuals are given the idea of choice but the reality does not reflect this.

Bjanca Phillips, second year BA (hons) Social Work student at UEL

I am always interested in my daughter’s university learning experience as she always keeps me up to date on her placement journey and work she has to do, she invited me to this play being organised by her university. This was my first time going to a theatre and all I can say it was a great experience; it showed me the importance of sharing and how people in a higher position mistreat people lower than themselves. If I was to take something away from this play, it would be making a positive out of any situation to try and improve society.  (Christine, Bjanca’s mother)

Critical Reflections on Activoté

Resources for schools and participants

In Youth Zones: Any young person from across the borough can come and join the team who co-deliver Youth Citizens Assemblies (Today Not Tomorrow). Young people run creative, interactive termly events themed on an issue they want to address to bring about change.
Contact cassandra.delisser@newham.gov.uk for more info.

In School & Youth Zones: Put yourself forward to be a member of the UK Youth Parliament.
Contact tim.aldcroft@newham.gov.uk for more info.

Additional resources available

The Politics Project: At the Table Toolkit – a list of exercises to help explore democracy, UK politics and communities.

What you can do to check for media bias – SIFT

• Stop – Before reading or sharing, take a moment to consider what you know about the source and your own emotional response.
• Investigate the source – Learn about the source’s reputation, funding, and potential biases before reading the content itself.
• Find better coverage – Look for other reputable sources or fact-checkers to corroborate the information or provide a broader context.
• Trace claims, quotes, and media to the original context – Find the original source of a claim or data to ensure it hasn’t been taken out of context or misrepresented.

Other resources

• firstnews.co.uk
• bbc.co.uk/bitesize
• ground.news

Glossary of Terms

Agency – a person’s ability to act, make choices, and bring about change, if they want to – whether big or small.

Civic engagement – getting involved in your community or in public life – this could mean getting involved by volunteering, signing or starting a petition, joining a peaceful protest, volunteering and helping out in the community, or speaking up about what matters to you.

Civil society – the organisations, groups, and individuals (outside of government) who help shape and support their communities – like charities, youth groups, campaigners, and community organisers.

Democracy – a system of government where people have a say in how things are run – usually through voting and choosing representatives.

Democratic institutions – the formal systems that help run our democracy – such as Parliament, local councils and courts.

Democratic participation – taking part in how decisions are made – such as registering to vote and voting; putting yourself forward as a candidate in elections; or taking part in discussions to help make decisions in your local area or region, or across the country.

Democratic processes – the practical ways democracy works – such as elections, debates, making laws, and holding leaders accountable.

Elections – when people vote to choose who represents them – locally, regionally, nationally or internationally.

Non-partisan – not supporting or promoting any political party. Being non-partisan means making space for all views and helping people explore their own opinions freely.

Policy – plans or rules that guide how organisations, governments, or people make decisions and take action. In a democracy, people can have a say in policies about things like housing, education, health, the environment, and more.

Politics – how decisions are made about many aspects of our lives: who has power, how they use it, and how to influence decisions. It’s not just about politicians or parties; it’s also about the issues people care about, the people who represent us, and the systems that shape our local area, region, country and the world.

Power – the ability to make decisions, influence others, or shape how things work. Power can exist in individuals, governments, communities, institutions, or everyday relationships.
Representative: Someone (such as a Member of Parliament or councillor) who is elected or chosen to speak or act on behalf.

On Saturday 18 October Rix Inclusive Research hosted a Campaigning Day with Pathfinders Neuromuscular Alliance in the Royal Docks Centre for Sustainability on Docklands Campus.

There were several speakers who came to talk about their experiences of campaigning for disability rights and social justice. Sue told us about the Direct Action she took part in during the 1980s. This included chaining herself to buses in Oxford Street with other disabled people, taking over Government Offices and targeting the 15 MPs who kept trying to prevent the Disability and Discrimination Act (1995) from being passed. This made me feel inspired, that protesting and other peaceful forms of protest like chaining yourself to a bus make a real and tangible difference to society for disabled people. I was shocked that it took so much campaigning to force the Government to make train and bus travel accessible.

Thanks to people like Sue, I can now expect all public transport to be accessible, as well as public buildings. This isn’t always the case even now, but at least we have a legal right for it to happen which we didn’t have before the 1995 Act.

Other speakers talked about campaigning to make their local railway station accessible, and for increased social care packages. Sam, who is the Campaigns and Research Officer in Pathfinders, talked about his fight to get accessible housing in Bristol where he and his cat Barry live. He also told us about the new social care campaign and other research that Pathfinders are involved in. In the afternoon a new initiative was announced, the ‘Hoists in Hotels’ campaign.

This campaign is trying to persuade hotels across the country to put hoists into their bedrooms so that disabled guests can stay there. It can be a real problem finding places to stay if you are disabled, so hopefully, through this campaign, more people will realise what is needed to make places properly accessible.

Saul Catlin, RIX co-researcher

We are delighted to have secured one of the Launchpad pilots for London Social Ventures to explore innovative solutions to problems in Health and Social Care.

Making research travel: Our first two Impact Launchpad pilots

Storysharing® is a unique intervention that supports individuals with severe communication problems to recall and share everyday experiences in the form of collaborative conversations.

This promotes identity, memory, community, strong inter-peer relationships, listening, agency, and equality.

Storysharing addresses loneliness and wellbeing by providing mental stimulation.

It promotes independence – making choices depends on remembering the experience and consequences of previous choosing.

It fosters high quality care, better knowledge of residents, and more effective communication between staff and residents.

It provides enjoyment and sense of purpose for staff.

The pilot project will be developed and evaluated over the next six months, working in partnership with providers and the Social Ventures team.